DISPOSITIFS DE RECHERCHE-FORMATION POUR PROFESSIONNALISER LES ENSEIGNANT·E·S
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Résumé Les questions concernant les relations entre recherche et formation demeurent un enjeu majeur dans la formation des enseignant·e·s. Afin de réfléchir aux apports de la recherche, nous avons analysé les liens entre recherche et formation à partir de la mise en perspective de deux dispositifs développés en Suisse et au Québec. Ces dispositifs mobilisent des activités issues de la recherche en éducation au service du développement professionnel des enseignant·e·s et contribuent à leur entrée dans le métier dans des bonnes conditions. Dans notre perspective, ce travail permet de dresser des indications utiles pour la conception et mise en place de dispositifs adéquats en formation initiale et continue des enseignant·e·s.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it